Social Media in Teaching-Learning Process - CORE

European Scientific Journal February 2019 edition Vol.15, No.4 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431

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Social Media in Teaching-Learning Process:

Investigation of the Use of Whatsapp in Teaching and

Learning in University of Port Harcourt

Oriji, Abraham (PhD, DLS.) Department of Curriculum Studies & Educational Technology

Faculty of Education, University of Port Harcourt, Nigeria

Anikpo, Fanny (PhD) Department of Curriculum Studies & Educational Technology

Faculty of Education, University of Port Harcourt, Nigeria

Doi:10.19044/esj.2019.v15n4p15 URL:http://dx.doi.org/10.19044/esj.2019.v15n4p15

Abstract

There is no doubt that digital technologies play major roles in

education in modern times. Whatsapp mobile technology has been of immense

value in this respect, as it is frequently and globally used in online instruction

in universities. As well, it offers students increased choices and opportunities

in the context of online instruction. Consequently, the purpose of this research

work is to find out exactly to what extent the students and lecturers in the

University of Port Harcourt, Faculty of Education are using the Whatsapp

instant messaging tool in teaching and learning process in Faculty of

Education, University of Port Harcourt, Nigeria. It also tried to find out if the

aforesaid have enabling phones that are Internet ready to utilize the Whatsapp

software in teaching and learning process. It attempts to discover major

challenges, if any that are confronting its effective application in teaching and

learning. Descriptive survey approach was adopted. The population for the

study comprised of one hundred and twenty-eight (128) lecturers and one

thousand six hundred and three (1603) first year undergraduate students of

the University of Port Harcourt, Faculty of Education for the year 2017. Three

(3) research questions guided the study. The research instrument used was a-

12 item questionnaire for both lecturers and the students correspondingly. It

was validated with a reliability index of 0.70 and considered appropriate for

the study. The researchers also employed an in-depth interview method to

cover any discrepancy in the structured questionnaire, which was administered

to the lecturers and the students respectively. The research questionnaires so

retrieved from both respondents were analyzed, using statistical percentile to

answer the necessary research questions. The results revealed that regardless

of the fact that both the lecturers and the students possess Internet enabled

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mobile phones, they were not properly utilizing Whatsapp instant messaging

for effective academic activities because only 15(11.7%) of lecturers and

243(22.9%) of students actually use it for academic purposes. The result

further revealed that 100% of both lecturers and students never received any

form of training for the use of Whatsapp mobile technology.

Recommendations were also made, which included among others, adequate

training on Whatsapp skills and the purchase of Internet enabled phones for

effective utilization of Whatsapp instant messaging in teaching and learning

process.

Keywords: Social media, WhatsApp application, Teaching and Learning,

Mobile technology, and Digital learning.

Introduction and Related Work

The concern of humans for decades has been on how to interact with

friends and families across long distances, and as social animals, they rely

profoundly on communication to strengthen their communal relationships.

Having observed the limitations of face-to-face interactions, humans have

devised means of proffering solutions (Hendricks, 2013).

Consequently, the advances in technology have empowered several

methods of doing things quite different from the conventional methods. Social

networking/media is a consequence of these developmental strides. Social

interactivity has never flourished as perceived in this 21st Century. In

recent times, especially in the developed countries, the frequent use of

educational mobile technologies in online teaching and learning, particularly

in tertiary institutions is gaining much ground worldwide, and it gives students

increased choices (Stead, 2006) and opportunities in the context of

online instruction (Amry, 2014; Griesemer, 2012); Makoe, 2010; and Bere,

2013). As well, Seaman and Tinti-Kane (2013) and Person (2010) attest that

social media is one of the technologies, which rises within education in or out

of classrooms.

Several types of research have revealed that Facebook, YouTube,

Twitter and other social platforms have billions of users in which more than

80% of the active users are mainly youths. In addition to the above, it has also

been reported that greater percentage of these active users constitute students,

thereby given the conclusion that students are mostly and actively caught up

on social networking sites. Their emergence has impacted significantly how

students learn and the way instructors teach (Griesemer, 2012).

The under-listed scholars have advanced the advantages of using these

technologies in the learning process. For instance, Bouhnik and Deshen

(2014); Church and de Oliveira (2013); Nguyen and Fussell (2016) have

conducted researches on WhatsApp and noted that the application could be a


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useful tool within the scope of learning anytime and anywhere, and

collaborative learning. WhatsApp as one of the instant messaging platforms in

education has as well been ascribed to have the potential to increase learning

(Smit, 2012).

In addition to learners' being active in their studies, Cifuentes and

Lents (2010) and Smit (2012) also established that it facilitates interaction and

engagements level between instructors and students. (Laird and Kuh, 2005;

Blaschke, Porto and Kurtz, 2010; Jungo, Heiberger & Loken, 2011). Plana,

Escofet, Figueras, Gimeno, Appel, and Hopkins (2013) declared that

application of WhatsApp in education process increase students' motivation.

In view of the aforesaid importance placed on mobile technologies,

especially WhatsApp, Dunn (2013) has declared that great emphasis must be

placed in using technologies within learning process. In the same

development, (Laird and Kuh, 2005; Blaschke, Porto and Kurtz, 2010; and

Jungo, Heiberger and Loken, 2011) have similarly advocated for educational

planners to increase the interaction and engagements level between instructors

and students.

Having observed the emergence of these educational mobile

technologies in recent times, one will be forced to ask, in Nigerian perspective,

how do we familiarize ourselves and apply one of these mobile technologies,

especially WhatsApp in digital and/or electronic education?

The social media/networking, especially one of its tools, “WhatsApp”

has been embraced by all and sundry, particularly by the youth as advanced

earlier. Nigerian youth, no doubt, are actively engaged in online communities.

Various institutions in Nigeria today as others worldwide can attest to it that

the majority of students and lecturers have mobile phones and are vigorously

engaged in online communities. Therefore, it becomes quite necessary to ask

some pertinent questions: “Why are the majority of students involved in social

media?” “For what purposes are the students’ and the teachers’ alike using the

social media?” And “What are the effects on students’ academic performance

in schools” Theses scholars, (AbdAlfattah, 2015; Griesemer, 2012; Ibrahim,

2008; Rambe and Bere, 2013; and Attewell, 2005) in their various researches

have demonstrated pervasiveness and the positive outcome of application of

WhatsApp mobile technology in students’ performance in higher institutions

of learning. In addition, Nassar (2016) affirmed that the emergence of social

networks encourage students to be active in learning and research; at the same

time giving them the opportunity to develop collaboration and communicating

skills, as well, creating a learning environment to be self-directed learners.

The scholar further attests that it has a positive reflection on the students,

which support them to share information and collaborate with each other. In

another study conducted by Etim, Idongesit and Ema (2016) on WhatsApp


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utilization and students’ academic performance, revealed a significant

influence of WhatsApp.

Again, the benefits of using social media has also been advanced by

(Barhoumi and Rossi, 2013; Blaschke, 2014; Pitler, Hubbell and Kuhn,

2012; and Blaschke, 2014). Listed below are many benefits outlined by these

scholars on how social media affects the learning process.

• Increased the communication and collaboration skills between

students (when they work as groups)

• Student learned how to make a time management and get result in a

shortest way.

• Using social media increased student’s motivation and encouraged

them to study hard reviewed in early time, and gets higher scores in

the exam.

• It enhanced the interaction between students and instructors.

In the same development, Davies (1997) as well, was very optimistic

that application of WhatsApp can greatly enhance the quality of learning.

While Snelbecker (1999) avowed that technology utilization (WhatsApp) in

the tertiary classrooms aids students to perform better in the learning process.

The challenge now is on how to effectively use this social media

platform, “WhatsApp” to enhance the education process, instead of using it on

infantile things that are meaningless to academic activities. Dunn (2011) was

also worried on this issue when the scholar said,“There’s no doubt that

students are actively engaged in online communities, but what kind of effects

are these sites having and how can parents counteract the bad and bolster the

positive?” (P.18).

Oriji and Amadi (2016) in their paper titled, “Emerging Technologies

in Education: Examining the Role of Online Communication in Nigerian

Education System”, had also raised this doubt when they stated thus, “Do these

numerous social network sites have any educational value?” (p. 48). If yes, is

Nigerian populace aware of the value of these Social Networking sites in

education setup? Do Nigerian educators and learners utilize this medium to

enrich the teaching and learning process? Do Nigerian students really make

effective use of this social networking tool (WhatsApp) for education or as

leisure activities?

Yes, the social media has come to stay with us, but what positive

effects is it having on us, especially on our youth, who are engrossed in it with

regards to their academic performances? (Ta'amneh, 2017; Prensky, 2001;

Shanmugapriya and Veerakumar, 2016). One would like to ask the following

questions, has this social media come to help our education system or to hinder

it? How will this help to raise our educational standards? All these questions

beg for answers. Researchers have discovered that most colleges and

universities surveyed use social media. In one of these researches, it was


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revealed that instructors use it far less for teaching than they do for personal

or professional reasons (Tinti-Kane, 2013). In concord, Kurniasih and

Riyadhsyah (2018) affirm that many lecturers use WhatsApp group chat to

communicate. In this instance, how can the reverse be the case, when lecturers

and students will effectively use this platform to enhance performances in the

education sector, and when will student make it a hobby to use WhatsApp

purely for academic purposes? In view of the above, Luaran, Ghazali and Jain

(2014) stressed that both teachers and students are expected to fully utilize

technology in classrooms. In the same development, Zhao and Cziko (2001)

declared that it is necessary for all teachers to be computer literate by attending

computer courses, and also should possess positive attitudes towards ICT

learning and upgrade relevant skills. As well, in order to address teachers’

inadequacies in ICT, the scholar recommended that senior or elder teachers

require more ICT training as they are incompetent in ICT affairs.

Concept of Social Media

Social media could be conceptualized as the countless collection of

Internet-based tools and platforms that enhance the distribution of

information, and makes easy the transfer of photos, audio, video, text, and

other graphics information among Internet users (Prensky, 2001). Social

Media has relevance not only for regular Internet users and business tycoons

but also for those in academics. These tools among others include Facebook,

YouTube, Twitter, LinkedIn, Blogs, Flickr, Pinterest, and others (Griesemer,

2012; Alfaki and Alharthy, 2014).

It could also be described as the technology and platform that enables

the interactive web content formation, collaboration and discussion by

contributors. It is a vastly accessible approach of online communication and

social interaction, which permits the use of the application in the creation,

design and interchange of user-generated context for social networking. These

platforms’ make it easy to create or form online communities, where people

can share personal information as needed with other members.

In summary, social media has been ascribed with the under-listed

characteristics: -

• It comprises wide-ranging content formats, such as text, video,

photograph, audio, PDF, etc.

• It allows interactions across one or more platforms through social

sharing.

• It encompasses different levels of engagement by participants who can

create, comment or lurk on social media networks.

• It facilitates improved speed and breadth of information dissemination.

• It creates the possibility for one-to-one, one-to-many and many-to-

many communications.

http://www.educause.edu/node/169364

https://www.researchgate.net/profile/Nuning_Kurniasih2?_sg=aAZxnh0Y3eI-KWx6aS8infShLAN2czW3gYYqgO5Fa-t8sZVH9sM8KmZ3JAVK7zVdsynWENs.CIS2O2gqYqpAjjc2wMitP8fNamwM6C6iWiXgA-yaOlvldQm0IwR6q7R4ghs52VGwwwIudBj8F9l3CnDzt3UjMw

https://www.researchgate.net/scientific-contributions/2138485565_Teuku_Riyadhsyah?_sg=aAZxnh0Y3eI-KWx6aS8infShLAN2czW3gYYqgO5Fa-t8sZVH9sM8KmZ3JAVK7zVdsynWENs.CIS2O2gqYqpAjjc2wMitP8fNamwM6C6iWiXgA-yaOlvldQm0IwR6q7R4ghs52VGwwwIudBj8F9l3CnDzt3UjMw


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• It allows communication and interaction to take place in real-time

What is WhatsApp?

The story of WhatsApp started with Brian Anton and Jan Koom

(former Yahoo employees) when the duo launched the application in 2009.

“WhatsApp” in English phrase stands for what’s up?” meaning “What’s new?"

WhatsApp, which was later acquired by Google for 1 billion dollars in April

2013, has over 400 million active monthly users (Barhoumi, 2015).

WhatsApp is an instant messaging application for smartphones; or

a texting service application that allows users to exchange messages, send

videos, written messages, photos, voice messages or voice calls via Internet

connections through Blackberry, Windows Phone, iPhones, Android and

Nokia phones. WhatsApp requires Internet connectivity for its service(s).

Once WhatsApp is downloaded into your phone, you can start sending

messages to other users having the same application. This means that

WhatsApp messages can only be received by other WhatsApp users, and its

service replaces the normal SMS text messages. This has been affirmed by

Makoe (2010) and Bere (2013) as the scholars attest that WhatsApp is a

superior alternative to SMS messaging.

WhatsApp enables users to interact with friends and relatives across

nations free of charge. This is because once users subscribe to an Internet data

plan, it uses the same for email and web browsing, thereby attracting no cost

to messages sent to others. In the same development, WhatsApp enables users

to create groups, and exchange images, videos, and audio or written messages

using their Internet connection (Barhoumi, 2015).

Significance of WhatsApp in Teaching and Learning Process

Technology has simplified most processes of instruction in schools.

WhatsApp is one of the learning tools made possible by the technological

innovation of the 21st Century. This has been made possible due to some of

the popular messaging app’s attributes that make it an ideal solution for

contemporary teachers and students in the teaching-learning process.

However, the main purpose of WhatsApp is communication, and this makes

it one of the fastest and most effective channels/means of interaction and

learning between teachers and students in the school setting. WhatsApp

facilitates communication and an efficient means of dispersing educational

resources and information to students. It has been acclaimed that a proper

application of WhatsApp in the education arena can bring social media into

the classroom. In concord, Barhoumi and Rossi (2013) and Blaschke (2014)

affirmed that the use of WhatsApp increased the communication and

collaboration skills between students, especially when they work in groups.


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There is a need for modern teachers to learn how to effectively use

WhatsApp in order to assimilate themselves into the students’ present pattern

of learning and make education part of the students’ digital activity and lives.

Several valuable reasons have been advanced and listed by Berger (2001),

Barhoumi (2015), Ketineni (2016), Singhal (2016), and Bhagwat (2016) for

the adoption of WhatsApp in the classroom by educators. Major of these are:-

• Groups connected to WhatsApp instant massaging can share learning

objects easily through comments, texting and messaging. WhatsApp

group chats feature can be used to create learning, virtual classes and

study groups for students, especially those students that are sick and

not capable of coming to physical class can use this feature to connect

with the classrooms.

• Teachers can also use the group chat to make possible discussions with

the students outside their classrooms.

• Students can make use of the group chat to solve problems arising from

teachers’ homework by asking and clarifying issues.

• It can be used to create both text-based messages and audio-based

lessons for students, which can be made available directly to them.

This can be original lesson prepared by the teacher or recorded lecture

already presented to students in the class. The students that missed the

lecture can then listen to this lecture repeatedly, thereby given the

student the opportunity to learn more.

• It creates equal opportunities for all levels of students to get access to

their teachers with minimal cost.

• It could be used directly over the Internet via WhatsApp, Web and Wi-

Fi with ease.

• It enables teachers to send graphics (pictures/photos), videos, audio

messages and charts to students/learners.

• It facilitates immediate feedback to students’ assignment, which may

be returned via text and audio files respectively.

• It gives unrestricted messaging to all phones that have Internet

connections.

• It is a good avenue for class timing.

• Students use WhatsApp platform to clarify doubts arising from

teachers’ class assignments

• Teachers and students can be in constant touch outside the classroom,

and also within and outside the territorial boundaries.

• Teachers can easily and quickly connect and send academic problems

or assignments to students, stay in regular touch with those that missed

classes, and equally remind them of future or upcoming assignments.

https://www.quora.com/profile/Vidushi-Singhal

https://www.quora.com/profile/Harshad-Bhagwat-2

http://www.wapp4phone.com/how-to/create-group-chats-whatsapp/


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• Teachers can easily send academic report cards directly to the parents’

phones. Teachers can quickly use WhatsApp to contact parents,

especially when they are not in class or not serious with their academic

assignments/homework. Parents can also use the medium to regularly

appraise the performances of their children and wards.

• The use of these social media tools has no limitation to a wide variety

of phones, such as Android, and Windows Phones, Blackberry, Nokia

devices, iPhones, etcetera.

• WhatsApp creates a very good platform for students to borrow or

exchange class notes from friends.

• WhatsApp facilitates real-time communication with students, teachers

and parents.

• WhatsApp group chats feature can be used to create learning and study

groups

• WhatsApp instant messaging facilitates online collaboration and

cooperation between online students connected from school or home

in a blended mobile lecture.

• Information and knowledge are easily constructed and shared through

WhatsApp instant messaging.

• WhatsApp provides a better realization of “anywhere, anytime”

• Provides freedom of organization in and out of the classroom

• WhatsApp enables collaboration among students separated

geographically

• WhatsApp provides remote sensing and integration of information

• WhatsApp provides a shift from “anywhere, anytime” to “everywhere,

every time”

• Mobile learning is a paradigm shift and it changes existing situations

in teaching/learning (Smith, 2015).

However, the findings by Attewell (2005), Cavus and Ibrahim's (2008)

in their separate empirical studies on the application of mobile and wireless

technologies revealed that using the mobile learning tool system was an

effective educational tool that contributed to the success of students. Again,

the research findings on the research conducted by Attewell (2005) on the

effectiveness of mobile technologies on learning revealed that the learners

achieved a great improvement in reading comprehension, and learners'

motivation also increased towards learning. Rambe and Chipunza (2013)

applauded the usefulness of WhatsApp in academics, especially as it helps in

fostering knowledge sharing, enhancing peer support on educational affairs

and nurturing knowledge communities.

http://www.wapp4phone.com/android/whatsapp-android/

http://www.wapp4phone.com/windows/whatsapp-windows/

http://www.wapp4phone.com/blackberry/whatsapp-blackberry-9220-9300-9320-9900/

http://www.wapp4phone.com/nokia-whatsapp/whatsapp-nokia/

http://www.wapp4phone.com/iphone/whatsapp-iphone/


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Challenges of Social Media in Teaching and Learning

Yes, social media has been credited with numerous advantages for

educational purpose. But the demerits inherent in this platform cannot be

overlooked. Lots of barriers have been attributed to the use of social media in

teaching and learning process. WhatsApp has been said to be addictive, and

most students may hardly study effectively when it is installed in their phones.

In view of much space usually occupied by pictures/photos, audio messages

and videos, it is usually very difficult to backup messages as it takes up much

time to undergo this process. Furthermore, it is as well very difficult to stop

unsolicited numerous message notifications from entering one's device. In

addition, in a situation where a user changes from old device to a new one

using the same number, it will be difficult to retrieve the existing chat stored

in the old device to the new device. WhatsApp uses a lot of data to operate,

especially when downloading images, videos and audio messages. The issue

of honesty or integrity has been one of the prevalent obstacles to social media

use in teaching and learning. Although the problem of cheating has been a

prevalent issue in our traditional institutions, technological innovations have

aggravated it in recent times. Student submission integrity is constantly in

question. The use of newer technologies has made it impossible to know if

actually, the student that claimed to be behind the computer is actually the real

student. In fact, some skeptics, without data to support their claims hastily

conclude that virtual academic dishonesty is endemic and far worse in online

courses than in traditional classrooms (Ubell, 2017).

Theoretical Foundation of the Study

The paper is based on social constructivist learning theory. The theory

seeks to improve collective interactions between students. As Vygotsky

(1978) put it, “Social constructivist learning theory seeks to improve social

interactions between students and to construct and share knowledge” The

theory posits that there is free access to learning resources anywhere, anytime,

and in various formats, which enhances deep students’ learning capabilities,

and as well allows students to construct their own knowledge. The theory

emphasized that learning does not reside on one particular person or place, but

a connection of experiences, which is made possible via the Internet that

provide mobile learning resources in both synchronous or asynchronous

modes (Zengin, Arikan and Dogan, 2011). Vygotsky (1978) further observed

that construction of knowledge is based on social interactions between online

students, and that learning can also be influenced by multiple variables,

including the cognitive and psychological state of the learner, teacher

professionalism and nature and complexity of the pedagogical approach.


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The purpose of the study

1. To find out if lecturers and students possess Internet-enabled mobile

phones for WhatsApp application in teaching and learning

2. To find out the extent to which lecturers and students utilize WhatsApp

account in teaching and learning in the Faculty of Education

3. To find out the challenges faced by lecturers and students on the

utilization of WhatsApp in the Faculty of Education

Research Questions

1. To what extent do lecturers and students possess Internet-enabled

mobile phones for WhatsApp application in teaching and learning?

2. To what extent do lecturers and students utilize WhatsApp account in

teaching and learning in the Faculty of Education?

3. What are the challenges faced by lecturers and students for utilization

of WhatsApp in the Faculty of Education?

Significance of the Study

The study will enable the Faculty to identify the potential role of new

technological advances could play in the education sector. It will enable the

Faculty and the University at large to utilize WhatsApp application in teaching

and learning process. It will enable the Faculty and the University as a whole

to be acquainted with the extent of utilization of WhatsApp application by

lecturers and students in teaching and learning process. It will further examine

the challenges faced by both lecturers and students on the use of WhatsApp in

the education setting. The study will also be an eye-opener for school

authorities/administrators, policy makers and implementers on the need to

integrate new technologies in the school curriculum as observed in UK by

(Wheeler, 2010). It will also be a platform for policymakers, and school

authorities to train and retrain faculty members on the use of social networking

tools to enhance teaching and learning in schools, as shown by Barhoumi

(2015) in his research findings which shows that “WhatsApp” plays essential

role in higher education.

It will finally arouse the interest of both lecturers and students on

technological adoption and implementation in the education sector. In view of

the above interest, Cavus and Ibrahim's (2008) have already indicated that

students enjoyed using their mobile phones to learn new words. Also for

academic purposes, Chan (2005), Gillingham and Topper (1999) opined that

WhatsApp mobile technology provides students with opportunities to interact

together and to construct and share knowledge. At the same time, the scholar

considered it to be an effective tool for learning and teaching through social

interactions.


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Methodology

This empirical research examined the extent to which students and

lecturers in the University of Port Harcourt, Faculty of Education are using the

WhatsApp Social Networking tool in teaching and learning process. The

researchers adopted a descriptive survey research design for the study to

collect and analyze data based on the variables. This is appropriate for this

study because the study involved the collection of quantitative and qualitative

data from a varied number of respondents by interviewing or administering a

questionnaire to a sample of individuals (Tarus, Gichoya, and Muumbo,

2015). The major purpose of descriptive research is for a description of the

state of affairs as it exists (Kombo and Tromp, 2006). In the same way, Leedy

and Ormrod (2001) pointed out that, “In a descriptive study, the researcher can

use the results obtained from the sample to make generalizations about the

entire population only if the sample is truly representative of the population.

Descriptive survey research and quantitative design was appropriate because

it was the easiest and appropriate to obtain and analyze information from the

lecturers and the first year students with regards to the application of social

media in the teaching-learning process.

The study focused on the Faculty of Education, University of Port

Harcourt, Nigeria. The population comprised one hundred and twenty-eight

(128) lecturers and one thousand and sixty-three (1063) first-year

undergraduate students of the University of Port Harcourt, Faculty of

Education for the year 2017. The instrument used for data collection was a-12

item questionnaires for both lecturers and students respectively, titled: “Social

media in teaching and learning process: an examination of the use of

WhatsApp application in the faculty of education, University of Port Harcourt,

Nigeria” constructed by the researchers. The questionnaires were face-

validated by three experts. Two of the experts were drawn from the field of

Educational Psychology, Guidance and Counseling, and Measurement and

Evaluation of the University of Port Harcourt. While the third expert was

drawn from Department of Curriculum and Instructional Technology, Faculty

of Education, Ignatius Ajuru University of Education, Rumuolumeni, Port

Harcourt, Nigeria. The observations of the three experts formed the basis for

the modification of the items of the questionnaires. The research

questionnaire was administered to 157 lecturers in their offices, and also to

1178 students in the classrooms respectively. At the end of the exercise, only

128 lecturers and 1063 students responded and returned their questionnaires

in that order. Hence, 128 lecturers and 1063 students respectively were used

for the study. The researchers also employed interview method to cover some

discrepancies in the structured questionnaire. The information gotten was

summarized and reported along the results. The data obtained were gathered


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and analyzed, and statistical percentile was used to answer the research

questions raised for the study.

Results.

Research Question 1: To what extent do lecturers and students possess

Internet-enabled mobile phones for WhatsApp application in teaching

and learning? Table 1.1: Lecturers’ Questionnaire

SN Items examining the extent to which lecturers

possess Internet-enabled mobile phones for

WhatsApp application in teaching and learning

Yes % No % Total/%

1) Do you have a mobile phone? 128 100 0 128(100%)

2) Is your mobile phone connected to the Internet? 117 91.4 11 8.6 128(100%)

Table 1.2: Students’ Questionnaire

Items examining the extent to which students

possess Internet-enabled mobile phones for

WhatsApp application in teaching and learning

Yes % No % Total/%

1). Do you have a mobile phone? 1057 99.4 6 0.

6

1063(100%)

2). Is your Mobile phone connected to the Internet? 1021 96 42 4 1063(100%)

Table 1.1 and 1.2 above show the extent to which lecturers and

students possess Internet-enabled mobile phones for WhatsApp application in

teaching and learning respectively. From the results obtained from the

respondents (lecturers) in items, 1 and 2 show that 128(100%) of the lecturers

in the faculty have mobile phones, and 117 (91.4%) of their mobile phones

have access to the network. While only 11(8.6) of the lecturers do not have

Internet-enabled mobile phones. Secondly, table 1.2 which examined the

extent to which students possess Internet-enabled mobile phones for the

application of WhatsApp in teaching and learning revealed that 1057(99.4%)

have mobile phones, but only 6(0.6%) do not have.

Research Question 2: To what extent do lecturers and students utilize

WhatsApp account in teaching and learning in the Faculty of

Education? Table 2.1: Lecturers’ Questionnaire

Items examining the extent to which

lecturers utilize WhatsApp account in

teaching in the Faculty of Education

Yes % No % Total/%

1 Do you have WhatsApp on your mobile

phone?

111 86.7 17 13.3 128(100%)

2 Can you send and receive electronic

messages via your WhatsApp?

105

82

23

18

128(100%)


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3 Can you send a group message via

WhatsApp?

30 23.4 98 96.6 128(100%)

4 Can you upload and download

information (attachments) to and from

your WhatsApp?

97

75.8

31

24.2

128(100%)

5 Can you transfer or receive information

through Bluetooth to another mobile

phone?

35

27.3

93

92.7

128(100%)

6 Have you ever given an assignment to

your students via WhatsApp for academic

purpose?

15

11.7

113

88.3

128(100%)

7 How often do you log on to the Internet

for academic research purposes using

your mobile phones?

(a) Regularly

(b) Occasionally

(c) Never

128(100%)

19 14.8 - -

62 48.4 - -

47 36.7 - -

8 Despite making calls, sending and

receiving messages, for what other

purposes do you use your mobile phones

most in pursuance of your instructional

activities?

(a) Research

(b) Facebook, WhatsApp &

Chats

(c) None of the above

27 21.1 - -

128(100%) 54 42.2 - -

47 36.7 - -

Research Question 2 (RQ2) investigated the extent lecturers and

students possess and utilize WhatsApp account in teaching and learning in the

Faculty of Education. Table 2.1 revealed that 111(86.7%) of lecturers have

WhatsApp account, while only 17(13.3%) of them do not have. Again, on the

utilization of the WhatsApp instant messaging for teaching and learning in the

faculty, which was examined in items 2-4, 6-8 of table 2.1 as displayed above,

revealed that only 15(11.7%) of lecturers, as displayed on item 6 above have

ever given assignments to students via WhatsApp, while 113(88.3%) have

never attempted using it for the same purpose. On the matter of sending group

message through WhatsApp, only 30(23.45) of lecturers could do it, while

98(96.6) could not. Also, item 8 on the same table 2.1 shows that only

27(21.1%) of lecturers could log on to the Internet for regular academic

research activities, while 54(42.2%) effectively use their mobile phones for

chatting on Facebook. In the same development, 47(36.7%) do not even log

on to the Internet neither for research purpose nor for chatting on Facebook.

For uploading and downloading information (attachments) to and from


28

WhatsApp, the results show that 78(60.9%) have the skills, while 50 (39.1%)

do not have the required skills as displayed in table 2.1. Table 2.2: Students’ Questionnaire

S

N

Items examining the extent to which students’

possess and utilize WhatsApp account in

learning in the Faculty of Education

Yes % No % Total/%

ITEMS ON USE OF MOBILE PHONES

1. Do you have WhatsApp on your mobile phone? 1006 94.6 57 5.4 1063(100%)

2. Can you send and receive electronic messages

from WhatsApp?

1001

94.2

62

5.8

1063(100%)

3. Can you send a group message via WhatsApp? 927 87.2 136 12.8 1063(100%)

4. Can you upload and download information

(attachments) to and from your WhatsApp?

909

85.5

154

14.5

1063(100%)

5. Can you transfer or receive information

through Bluetooth to another mobile phone?

1003

94.4

60

5.6

1063(100%)

6. Have you ever been given assignment by your

lecturers via WhatsApp for academic purpose?

243

22.9

820

77.1

1063(100%)

7. Despite making calls, sending and receiving

messages, for what other purposes do you use

your mobile phones most in pursuance of your

academic activities?

(a) Research

(b) Facebook, WhatsApp & Chats

(c) Never for any of the above

55 5.2 - -

1063(100%) 950 89.4 - -

58 5.5 - -

8. How often do you log on to the Internet for

academic research purposes using your mobile

phones?

(a) Regularly

(b)Occasionally

(c) Never

45 4.2 - -

1063(100%) 967 91 - -

51 4.8 - -

Table 2.2 examined the extent to which students possess and utilize

WhatsApp account in learning in the Faculty of Education. From the result

displayed on item 1.1 on the table shows that the majority of the students’

numbering1057 (99.4%) have mobile phones, and 1021 or 96% of them have

networks. On the utilization of WhatsApp instant messaging for academic

work, 1006 or 94.6% of the students have WhatsApp installed in their mobile

phones. On the proper utilization of WhatsApp application for academic

activities, item 8 on table 2.2 shows that 243 or 22.9% of the entire 1063

students utilize it, while 820 or 77.1% are not properly engaged. Item 10 on

the same table shows that only 42(4.2) respondents regularly log on to the

Internet for academic research purposes, 967(91%) occasionally log on, and

51(4.8%) do not log on at all. In the same development, item 9 on the table

shows that 950(89.4%) students’ use their mobile phones most on Facebook,


29

WhatsApp and Chats; 55(5.2) for research and 58(5.5) never involved on

anyone.

Question 3: What are the challenges faced by lecturers and students for

utilization of WhatsApp in the Faculty of Education? Table 3.1: Lecturers’ Questionnaire

Items examining the challenges faced by

lecturers utilization of WhatsApp in the

Faculty of Education

Yes % No % Total/%

1 Have you ever received training on the use of

WhatsApp in the education process?

-

-

128

100

2 Which of these challenges limit your effective

utilization of WhatsApp in the Faculty of

Education?

(i) High cost of data

(ii) Lack of Internet-ready mobile phone

(iii) Lack of money to buy a mobile phone

(iv) Lack of electricity to charge mobile

phones for browsing

(v) Lack of training and skills

102 79.7 26 20.3 128(100%)

11 8.6 117 91.4 128(100%)

- - 128 100 128(100%)

95

94.2

33

25.8

128(100%)

35 27.3 93 0.57 128(100%)

Table 3.1 shows that 128(100%) of the lectures received no training

on the use of WhatsApp in academic activities. Table 3.2: Students’ Questionnaire

Items examining the challenges faced by

students utilization of WhatsApp in the Faculty

of Education

Yes % No % Total/%

1 Have you ever received training on the use of

WhatsApp for education purpose?

0

0

1063

100

1063(100%)

2

Which of these challenges limit your effective

utilization of WhatsApp in the Faculty of

Education?

(i) High cost of data

(ii) Lack of Internet-ready mobile phone

(iii) Lack of money to buy a mobile phone

(iv) Lack of electricity to charge mobile

phones for browsing

(v) Lack of training and skills

1011 95.1 52 4.9 1063(100%)

42 4 1021 96 1063(100%)

6 0.6 1057 99.4 1063(100%)

964

90.7

99

9.3

1063(100%)

1046 98.4 17 1.6 1063(100%)

Item 1 on table 3.2 shows that none of the students received training

on the use of WhatsApp for academic purposes. Item 2 shows that 1011 or

95.1% of students had a high cost of data challenges. Additionally, 1046 or

98.41% of respondents affirmed that lack of competence limits the utilization

of WhatsApp application. At the same time, 964 or 90.7% complained that

lack of power limits their use of mobile phones for browsing.


30

Discussion of Findings

Based on the above results on table 1.1, it has been proven that

lecturers possess mobile phones that are capable of undertaking any teaching

and learning process via the WhatsApp instant messaging, but a closer look at

the results on tables 3.1 and 3.2 revealed that both the lecturers and the

students are not adequately using WhatsApp platform for most academic

purposes because they received no training on its use. In support of the above,

Gachago, Strydom, Hanekom, and Simons (2015) wondered and stated thus:

“while literature continues to promote mobile learning and, in particular, the

use of mobile phones for teaching and learning in blended and open distance

learning (ODL) to bridge the digital divide, many lecturers still struggle to

understand and engage with it to support their teaching practices.” (P.1).

Tables 3.1 indicate that 128 or 100% of the lecturers never received any

training on the use of WhatsApp for academic purposes. While table 3.2 also

revealed that 1063 or 100% of the students never received training on the use

of WhatsApp mobile application for academic purposes. It was on this ground

that the Malaysian state of Perak carried out various teacher trainings

programmes on ICT use in education (Yin, 2016). In the same development

Zhao and Cziko (2001) recommended that is necessary for all teachers to be

computer literate by attending computer courses.

The second findings on table 2.1 also revealed that WhatsApp

application is grossly underutilized because only 15 or 11.7% of lecturers

actively involved students academically in the Faculty. Despite the fact that

111(86%) of the lecturers possess Internet-enabled mobile phones as shown in

table 2.1, the result revealed that the platform is used on infantile activities,

especially by the undergraduates as displayed in item 1 of table 2.2 (1006 or

94.6%), thereby using the precious time meant for serious academic work for

unnecessary chatting, exchange of pictures and videos. This agrees with

Barnes, et al, (2013) that the use of WhatsApp is personalized than academic

activities.

Furthermore, item 2 on table 3.2 shows that electricity is one of the

problems facing the students for effective utilization of WhatsApp as 964 or

90.7% of respondents agreed to it. If the phone batteries are not charged, it

will be extremely difficult for lecturers and students to perform

Further findings as well revealed that high cost of data constrains the

effective use of mobile phones for browsing for both lecturers and students as

depicted in table 3.1 and 3.2 respectively.

Implications of the Research Findings

The study revealed that the Faculty and the University as a whole need

to train their lecturers’ for effective use of mobile phones for digital education.

This is in agreement with Aishareef (2018) on his research concerning the


31

importance of using mobile learning in supporting teaching and learning of

English in secondary stage. The scholar recommended among others, active

use of mobile devices, and the establishment of training courses for

supervisors and teachers... Other inhibitions, such as electricity and high data

cost should be looked into by the Faculty and the University at large. This is

also in agreement with Aljehani (2013) who expressed concerns on users who

need to download large files that take a long time, as mobile providers’ will

bill enormous data charges to users. Consequently, the provision of the above

facilities will enhance the effective use of mobile technologies in teaching and

learning process.

Future/Possibilities for Digital Education

With the digital platform or mobile technologies around us today;

further improvements to digital learning technologies, and with the devices

becoming cheaper and more interconnected, we strongly envisage a better

opportunity as Stead (2006) put it, “the future is more mobile, more connected

and more personalized. New generations of learners will expect this as the

norm. They will be connected with many different devices, and demand

equality, inclusion and always-on access wherever they are.” Once more, new

technologies are emerging that allow devices to come together and

communicate among themselves and as well enabling anything to be

connected to the Internet from anywhere and anytime; still more thrilling are

those advances that we have yet to imagine that will revolutionize teaching

and learning in the years to come (Sharpe, 2006).

Recommendations

For appropriate digitization of education in this part of the world, the

researchers’ recommend among others, that lecturers’ and students’ should

purchase Internet-enabled phones for effective utilization of WhatsApp instant

messaging in teaching and learning process. The Faculty should provide

training opportunities for both lecturers and students to enhance their

skills/competencies on the efficient use of mobile phones, and particularly the

WhatsApp instant messaging. The lecturers should as a matter of priority

engage the students academically by constantly giving them assignments

through WhatsApp instant messaging. This recommendation has been

supported by researchers. For instance, Dougherty (2012) declared that

“assignments create teaching and learning opportunities to think and learn

about ideas, topics, events, and questions—about specific content in the

curriculum”, and “a well-crafted assignment ensures that instruction will

provide students with a goal and the power to get there, enabling them to

engage in rigorous and interesting academic contexts as they acquire the

content and skills necessary to participate in academic coursework.” Most

https://www.slideshare.net/wafaa-aljehani?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview


32

importantly, the scholar stressed further that, “a well-crafted assignment takes

into account what students can handle, while simultaneously stretching them.

It clearly states the immediate goal and articulates the challenge in terms

students can understand.” In addition, the author stressed that, “it tells students

what to do and how well to do it. Assignments are also aligned to long-term

goals, whether those goals are building toward proficiency on assessments or

college and workplace readiness.”

Consequently, in order to disengage them from negative aspects of

social media which influence their studies, the lecturers should also provide

sufficient time for face-to-face academic and/or social interactions in order to

minimize students’ involvement in infantile (chatting) activities on

WhatsApp. These methods will to a large extent reduce or remove most of the

times used on infantile and negative aspects of social media that influence

students’ academic work. Further, the university should as a matter of priority

assist the lecturers through loans to provide high-quality mobile phones that

are Internet-enabled for effective browsing. The university and the faculty, in

particular, should source for companies, private organizations, wealthy

individuals’ within and outside the university community to help provide

Internet-enabled phones for both lecturers and students in the Faculty. The

Faculty should as well send lecturers and students for training to enhance their

skills/competencies on the efficient use of mobile phones, and particularly the

WhatsApp instant messaging. Research findings by Rambe and Bere (2013)

revealed that the use of mobile instant messaging leverage learner

participation and transform pedagogy at a South African University of

Technology. Researches by Dror, 2008; Attewell, 2005; and Hanekom,

Simons and Walters; 2015) as well, revealed that learners achieved great

improvement in reading comprehension, promote teaching and learning in

blended and open distance learning, and learners' motivation also increased

towards learning.

The university should as a matter of policy adopt the use of WhatsApp

instant messaging by making it compulsory for teaching and learning.

Conclusively, the faculty and the university at large should organize

workshops, seminars and orientations on the use of WhatsApp in teaching and

learning process (Gachago, Strydom, Hanekom, and Simons, 2015).

Conclusion

The world has gone digital in almost all aspects. With modern

technological advances, most countries of the world have started embarking

on the digitized education system, and Nigeria as a country, especially at this

time of democratization of education and subsequent admission quandary in

recent times, cannot afford to remain behind and watch the world as their

education system go digital. As a result, WhatsApp as one of the technological


33

breakthroughs must be fully embraced for efficient electronic teaching and

learning in Nigerian schools. The Faculty and the University at large must

provide the needful; create substantial awareness and adequate training to

enhance electronic education delivery in this part of the world in order to race

with time. In spite of the fact that the study revealed that majority of the

lecturers and students possess Internet-enabled mobile phones, they are not

tailored purely for academic purposes. WhatsApp mobile application

technology has been found to be one of the beneficial ways for learning.

Hence, there is a need to utilize this platform for academic use (Makoe, 2010)

and Bere, 2013).

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